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Schools, Families, and Juvenile Justice: Systemic Responsiveness and DelinquencyFebruary 6, 2008 Janay B. Sander, Ph.D. University of Texas at Austin
Jill D. Sharkey, Ph.D. University of California, Santa BarbaraRoger Olivarri, Jr. University of Texas at AustinDiane TanigawaUniversity of California, Santa Barbara
NASP 2008: New Orleans, LA
February 6, 2008National Association of School Psychologists 2
Thank you
Counties where participants were recruited Society for the Study of School Psychology Students at University of Texas at Austin and
University of California, Santa Barbara Colleagues and experts who provided
guidance: Ed Emmer, Ph.D., Tim Keith, Ph.D., Clara Hill, Ph.D.
February 6, 2008National Association of School Psychologists 3
Rationale
Juveniles are responsible for disproportionate number of overall arrests
Multiple areas of functioning in various contexts are related to delinquency
Juveniles are involved with several systems that respond to their behavior
Need to address multisystem interaction that influences youth (Valois et al., 2002)
Need an exploratory approach to identify themes and create a model for further testing
February 6, 2008National Association of School Psychologists 4
Research Questions
What were the emotional, learning, or behavioral needs of kids?
How did various systems respond to those needs over time?
What are theoretical optimal responses to reduce delinquency?
February 6, 2008National Association of School Psychologists 5
Study ParticipantsRegion 7 in California; 9 in Texas
Gender 4 girls; 12 boys (Age Range: 13-17)
Ethnicity Latino (Mexican or Mexican-American) =7; White= 6; Latino/African-American = 1; White/Mexican = 2
Mental Health
ADHD (5); Depression (2); PTSD (1); Oppositional Defiant Disorder (1); Bipolar (1); Alcoholism (1).
Parent’s
Living/
Education
Homeowner = 8 Parent education: college degree+ = 4
Homeless = 1 training post high school = 7
Unknown =3 high school diploma = 3;
Renting = 5 < High school = 1
Offenses Assault (3), Possession of a Controlled Substance (2), Graffiti (2), Criminal Trespass (2), Possession of Marijuana (1), Arson (1), Explosive Device (1), Unauthorized Use of a Motor Vehicle (1), Curfew Violation/Fighting (1), Theft (1), Truancy (1)
February 6, 2008National Association of School Psychologists 6
Consensual Qualitative Research Process Based on Hill, Thompson, & Williams, 1997
Initial Steps
Complete and Check Transcripts
Collect Data(41 Interviews Total)
Recruit Participants
Develop Research QuestionsChoose and Structure Team
Select Target PopulationDesign and Pilot Interview
BASC-2
Family Assessment Scale
Resiliency Youth Development Module
Santa Barbara Assets and Risks Assessment
Student Engagement Survey
Additional Measures
February 6, 2008National Association of School Psychologists 7
Consensual Qualitative Research cont.
Auditor reviews domainsand core ideas
Describe illustrative cases
Develop Narrativeacross cases
Examine PatternsAudit
Revise
Add more casesuntil stability is achieved
Develop Categories within domainsacross cases
Auditor ReviewRevise Categories
Revise Domains and Core Ideasfor each case
Construct core ideas within casesArgue to consensus
Develop and code domains within casesArgue to consensus
Within and Cross Case Analysis
Code Development
Grounded Theory Approach
Examples: PAR, DY, FT
February 6, 2008National Association of School Psychologists 8
What do kids need?
Safety (freedom from gangs, discrimination, abuse)
Education and skills to be successful
Experiences of success and mastery
Healthy, supportive relationships
Positive, constructive, fun leisure time
February 6, 2008National Association of School Psychologists 9
Encouraging delinquencySafety Gangs, parental mental illness, low monitoring by
responsible adults, passivity or bystanders allowing teasing, pressure and stress on administrators but absence of clear solutions add to problem
Education Boring classes, lecture style teaching, material unsuitable to learner skills, rigid curriculum, large classes and teachers who are overburdened.
Success/
mastery
Discouraging messages for different learners, few mastery and discovery learning approaches, intolerance for different strengths or weaknesses
Healthy relationships
Shunning by community, separation from wholesome peer groups, adults who are stressed or unavailable
Leisure Cost prohibitive, unsafe areas, low monitoring, low skills, no opportunities
February 6, 2008National Association of School Psychologists 10
Schools separate
child from “good” peers
Child develops
“bad” reputation
Child has behavior or
learning challenge
Child is stigmatized and seeks
acceptance
Finds “acceptance”
in gang or drug crowd
Acts out, probation,
skips school, into drugs
Alienated from school and healthy
peers
Systemic Experiences: Child
February 6, 2008National Association of School Psychologists 11
Leaders offer
support
Leaders offer
support
Parent wants to support
child
Parent wants to support
child
Teacher willing to
help
Teacher willing to
help
Teachers feel
supported
Teachers feel
supported
Child gets
support
Child gets
support
School is positive
School is positive
Child has challenge
Child has challenge
Parents trust
schools
Parents trust
schools
Systemic Experiences: Adult Roles
February 6, 2008National Association of School Psychologists 12
Schools separate
child from “good” peers
Child develops
“bad” reputation
Child has behavior or
learning challenge
Child is stigmatized and seeks
acceptance
Finds “acceptance”
in gang or drug crowd
Acts out, probation,
skips school, into drugs
Alienated from school and healthy
peers
Identify challenge early and provide support
Maintain and monitor access to healthy peers
and activities
Foster, model and monitor
healthy relationships in
peers and adults
promote positive, engaging school environment and
healthy relationships (peers and adults)
Support parents and teachers to address
child needs and prevent escalation
Increase monitoring,
mastery and success
Intervention / juvenile justice individualized
plansAccept the individual
(not the behavior) and lessen need for
delinquency
February 6, 2008National Association of School Psychologists 13
What was helpful to promote positive choices? Adults who took the time to attend to
individual needs (classroom or probation). Parents who persisted (cared, monitored and
had consequences) when kids made poor choices.
Adults who were flexible within larger systems to best address individuals.
Adults who had other adults supporting common ideas, goals, and relationships.
February 6, 2008National Association of School Psychologists 14
Systemic Responsiveness Theory: Delinquency
Teen level
of need
Adult interest in caring for
teen
Adult skills to see and
address the need
Colleagues/ peers to
support adult role
Adult options to address child need
Teen’s peers level of needs
Severity of delinquency
February 6, 2008National Association of School Psychologists 15
Systemic Responsiveness Theory: “Angie”
Angie: social and academic
needs
Mom dedicated; Teachers not
know Angie well
Mom insists on I.E.P., Angie truant to be near “friends” at alternative
school
School staff was reluctant to help
initially
Schools followed letter of
rules
Some gang influence in peers;
disinterested in school
Truant and probation
February 6, 2008National Association of School Psychologists 16
Systemic Responsiveness Theory: “Angie” outcome
Angie: social and academic
needs
Mom dedicated and unwavering
Mom asked for different approach at school and
with probation
Mom formed respectful relationship with P.O.
and asst. principal
P.O. adjusted
requirements to fit needs
Found new friends thru constructive
activities
On positive track now, no new incidents
February 6, 2008National Association of School Psychologists 17
Conclusions Every member of the
environment has impact. Supportive and respectful
relationships are key for all members of a system
Unmet needs exacerbate problems throughout
Indirect resources can still provide relief from stress and challenges
February 6, 2008National Association of School Psychologists 18
Limitations
Current study is not in-depth of any single case, so relationships between these parents, their probation officers, and any specific teachers cannot be assessed from multiple perspectives.
The researchers are subject to bias, even though precautions were taken, and the test of the model in future data sets is necessary.
February 6, 2008National Association of School Psychologists 19
Future Directions
Further direct test of the theory proposed here. Examination of the systems themselves, the community, work
or school climate as predictor of recidivism in juvenile justice or alternative placements.
Focus on ways to enhance quality of interactions throughout any systems and between all persons, not funding as only solution.
February 6, 2008National Association of School Psychologists 20
Student Research Assistants
Roger OlivarriLaura AmoscatoChristen HolderTory MausethShasta IhornRick MorleySummer LaneKatie TrundtJenny Herren
Diane Tanigawa
Yasmin Chacko
Lizbeth Chavez-Lopez
Elizabeth Norris
Laura Sass
Undergrads:Ana AugerShabnam ShirazianKim HillIvonne EstrellaShereen NaserEmily BiggsSarah Solomon
February 6, 2008National Association of School Psychologists 21
For More Information Contact:
Janay B. Sander, [email protected]
(512) 471-0279
Jill D. Sharkey, [email protected]
(805) 893-3441